Methodological Approaches and Principles for Teaching Historical Novels in Higher Literary Education

Saydullayeva  Shoira Kaxramon qizi

doi:10.51699/cajlpc.v7i3.1570

Authors

Saydullayeva Shoira Kaxramon qizi PhD student Alisher Navoiy’s Tashkent State University of Uzbek Language and Literature

DOI:

https://doi.org/10.51699/cajlpc.v7i3.1570

Keywords:

historical novel, historical thinking, literary education, interpretative competence, higher literary education, teaching methodology

Abstract

This article identifies the methodological approaches and principles for teaching historical novels in higher literary education and develops an integrative methodological model for them. The research was conducted using a qualitative methodology, employing methods such as theoretical analysis, comparative analysis, content analysis, and theoretical modeling. Consequently, historical-cognitive, interpretative, dialogic, and competency-based professional approaches were established as the primary methodological frameworks for teaching historical novels. Based on these approaches, the principles of historicity, interpretability, dialogue-based learning, self-awareness, and professional orientation were systematized. The study proposes an integrative methodological model aimed at developing historical thinking, interpretative competence, critical thinking, historical empathy, and professional-pedagogical reflection. The findings indicate that historical novels are not only an object of literary analysis but also an effective pedagogical tool for developing the professional competencies of future literature teachers.

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